'Curriculum Development Class Reflection Paper\r'

'Two soften framemates asked me disciplineal activity questions two nights ago, Wednesday, 17 and ground on what I stand erudite in our class, I could answer them. Until then, I did non materialize what an impact this class had on my educational training. At the send away of the summer, I go out graduate with a Master’s in channel Education, and be a student instructor in the f every. In my business education courses, I stick learned intimately professional organizations, endorsements, textbook adoption, and a some sm anyer topics. One class did digest a lot on the syllabus, unit of measurement plan, lesson plan, setting measurable objectives, and following the centre standards.When I started weighing on what my â€Å" bow away” is from this course, I realized that it is close 90% of the course. The other 10%, I literally knew. Since you probably do non want me to write a book, I am handout to pick give away the topics that grabbed my attention the approximately. Prior to get-go this course, I knew changes had occurred in how cognition was delivered to students in the classroom. What I did not realize was how frequently was multiform in the development of curriculum and the tip to which it has changed in such a ill-judged meter.It has always been my perception that educateers knew the subjects they taught and that their cookledge was transferred to the students. I had not given much design to the galore(postnominal) other factors that a teacher is responsible for. I now run into that there are galore(postnominal) elements obscure in planning and implementing a curriculum for each class taught. I am astonied at the magnitude of breeding that needs to be considered; such as, desk arrangements, argue space use, planned activities, time considerations, classroom management, rules, procedures, record keeping, available resources, technology, plus many more.Many of these items can probably be easy mastered a fter performed a time or two, but as a forthcoming teacher, I stomach to ask, â€Å"What corroborate I gotten myself into? ” When I was in school, all I remember was that my teachers had a greenish lesson plan book and that was it. In a couple of my business classes I have written my philosophy on education and then one on teaching. What I did not know, was there are â€Å"determinants of an educational philosophy. ” I had never comprehend of perennialism, idealism, realism, experimentalism, or existentialism.On one end of the spectrum there is perennialism and on the other end there is existentialism. Experimentalism with a little of existentialism mixed in, slackly reminds me of some of the year-round school schedules talked intimately in chapter 8; where the students decide the part of instruction and when they go out attend school. I based my philosophy on my private values and what I believed teaching to be, which includes a little of some of the â€Å" known” philosophies. close semester, one of my professors passed out this colorful triangle and called it Bloom’s Taxonomy.Possibly he expect everyone to know what is was, so he did not discuss it. After reading chapter cardinal and hearing the presentation, I am amazed that time was not spent going over the levels of Bloom’s Taxonomy in my business education methods class. I have been setting goals and objectives for most of my life. I did not expect the way I penalize them when I taught would be any different. The realm standards synopsis my objectives, and I determine how the framework will be delivered, which was the approach I intended to civilise.Of course I knew that intimacy would be passed from me to the students and then they would be time- runed over the material; however, that only represents the ancestry and end of the Bloom’s Taxonomy butt; there is a big scatter in the middle. When I stop and think rough the process of the educ ational objectives of the cognitive domain, it makes perfect sense to follow the â€Å" locomote” up the ladder. As a teacher, if I miss a step, let’s say for the sake of time or convenience, I have reduced my posture as a teacher; therefore, I have lowered my standards.In another class, much time was spent on the word of honor state standards. Since I will be a business teacher, I will be qualified to teach many classes; therefore, I will have to plump familiar with multiple sets of standards. I looked stomach through chapter four and learned how the standards showtime came to be, and considered how they have evolved to create a psychiatric hospital for the standards we use today. It is intimidating to see how worldwide the standards are.The first presentation on the condition during the go away night of class introduced trine areas of curriculum that are not discussed at length in the book: subject-centered curriculum, learner-centered curriculum, broad-fie lds curriculum, and core-curriculum. It was raise how they are separated in the call used, but how integrated they should be. It is clear that students, at least in Tennessee, are taught from the frequent core. It seems that the teaching is a by-product of what everyone else wants, beginning at the national level all the way down to an individual school.I know in the chapter that I presented, Chapter 8, the author brought up the conventional way teaching has, for the most part, been done; teaching for the convenience of the teacher which did not facilitate the acquire of the student. It is unpatterned that change is occurring rapidly. There is only a brief mention of teaching to non-homogeneous learning styles. Oddly, I recently ascertained I am a visual learner. For the life of me, I could never figure out why I had to have complete silence when reading.This revelation occurred in another education class and was beef up when I read the paragraph on learning styles in our te xt book. The actual implementation of teaching must outflank around a flexible classroom. not all students learn at the analogous pace and as a teacher I have to realize that and teach on multiple levels. Differentiated learning is at the heart of teaching. Everything I have mentioned thus far, barely scratches the surface of the changes in my perception of teaching, the collection of new knowledge, and revelations I have had pertaining to class preparation.I know I can handle students in a classroom, but I am shake up of everything else that defines a teacher. I just wish I have learned sufficient to effectively prepare kids to enter the real world. My courses are part of a rush pathway, you might say, I am the last line of defense. It is overwhelming to think of my future and the enormous responsibilities I am entrusted with. In the questions you posed for consideration, one related to the drill test. To student teach, I have to take the PLT 7-12 test.I have reviewed the stu dy outline, which are about six pages. Of course there will be material on the test about curriculum, but what scares me is everything on the outline that I have never heard of. I seems like it will be impossible to prepare for, any tending you have to offer would be greatly appreciated. I took my first content knowledge Praxis test last Saturday for marketing. I had to smile when the first question on the test asked about Bloom’s Taxonomy. It is the little things that connect everything in life.\r\n'